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Teaching to change the world (review)

Teaching to change the world (review) EDUCATION AND TREATMENT OF CHILDREN Vol. 33, No. 2, 2010 Book Reviews Oakes, Jeannie and Martin Lipton (2007). Teaching to change the world. Boston: McGraw-Hill. $49.23. Reviewed by Joung-Min Kim, Juniper Gardens Children's Project, University of Kansas Teaching to change the world was wrien for teachers to address why they should and how they can pursue the teaching of social justice in schools. The book is based on the authors' past teaching experiences, and the authors discuss key issues that all educators must face from the historical to current perspective in the teaching of social justice. Each chapter addressed the struggles that classroom teachers have as they adjust to the changes in the field of education. New findings including successes, failures, and their determination to create a culture of curious, achieving students were discussed. The examples they provide throughout the book's twelve chapters show how they deal with the greater emphasis on teacher accountability and the endless debate about how to best to help all students learn. Chapter 1 describes the U.S. student population including race, culture, economic status, disabilities and whether or not they are native English speakers. This chapter is concerned with the inequalities in the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Teaching to change the world (review)

Education and Treatment of Children , Volume 33 (2) – Apr 11, 2010

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Publisher
West Virginia University Press
Copyright
Copyright © West Virginia University Press
ISSN
1934-8924
Publisher site
See Article on Publisher Site

Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 33, No. 2, 2010 Book Reviews Oakes, Jeannie and Martin Lipton (2007). Teaching to change the world. Boston: McGraw-Hill. $49.23. Reviewed by Joung-Min Kim, Juniper Gardens Children's Project, University of Kansas Teaching to change the world was wrien for teachers to address why they should and how they can pursue the teaching of social justice in schools. The book is based on the authors' past teaching experiences, and the authors discuss key issues that all educators must face from the historical to current perspective in the teaching of social justice. Each chapter addressed the struggles that classroom teachers have as they adjust to the changes in the field of education. New findings including successes, failures, and their determination to create a culture of curious, achieving students were discussed. The examples they provide throughout the book's twelve chapters show how they deal with the greater emphasis on teacher accountability and the endless debate about how to best to help all students learn. Chapter 1 describes the U.S. student population including race, culture, economic status, disabilities and whether or not they are native English speakers. This chapter is concerned with the inequalities in the

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Apr 11, 2010

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